An element which
appears to be recurrently used in education (both at school and by parents, at
home) is fear. Many a time, this is not necessarily a problematic element, but
the specter of negative consequences for innapropriate behavior is rather
common for the educational praxis. For instance, the student is told at school:
ʽIf you don't study now, you will face the consequences later!ʼ. Then, at home,
parents emphasize this with: ʽIf you don't do this, I will punish you!ʼ Is
motivation by fear really efficient? We can indeed use fear as a motivator, but
how can we do this concretely? Where and what are the risks of using it?
Let us see what
the specialized literature has to say about this. Janis and Feshback issued a
hypothesis according to which the audience of a speaker becomes more motivated
to accept his statements if he uses a default level of fear (the induction of
emotional tension). In order to test their hypothesis, the two authors
conducted an experiment in which they were recommending the appropriate dental
care. There were three situations where each message contained a few pieces of
information on the effects of dental damage and some recommandations for a
better dental care.
1. The message that intended
to induce a high level of fear described to the subjects how dental infections
can cause secondary infections that can lead to arthritic paralysis or complete
blindness.
2. The message with a moderate level of fear was based on describing the common dangers of a poor dental hygiene.
2. The message with a moderate level of fear was based on describing the common dangers of a poor dental hygiene.
3. Finally, the message with
a low level of fear was centered on basic information about dental growth and
functioning.
The
authors noted that the most effective way to induce a proper dental hygiene to
the subjects belonged to the message with a low level of fear. They argued that
the message with a high level of fear irritated the subjects, who switched to a
defensive behavior of avoidance. They became so frightened after listening to
the message that they would rather avoid thinking about the whole issue.
What
is the conclusion of this experiment? High levels of fear can cause inhibition.
Is
fear nonetheless a powerful motivator?
Coon
asks us to answer the following question: how can we learn to enjoy the
activities that seem unpleasant or even ʽfrighteningʼ at the beginning? Why do
some people jump with a parachute and others bathe in frozen lakes in winter?
Fear should have motivated us to choose the exact opposite behavior. What
internal spring is triggered – through learning – so that we can overcome this
initial inhibition? Are there any other elements that can provide a positive
emotional motivation?
The
answer is quite simple and can be implemented right away. It is all about
developing enthusiasm. (Strong) enthusiasm can be considered a highly intense
emotional motivator with an extremely fast level of activation.